Relevant bibliographies by topics / Single sex Catholic schools

Academic literature on the topic 'Single sex Catholic schools'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Single sex Catholic schools"

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Karpiak, Christie P., James P. Buchanan, Megan Hosey, and Allison Smith. "University Students from Single-Sex and Coeducational High Schools: Differences In Majors and Attitudes at a Catholic University." Psychology of Women Quarterly 31, no. 3 (September 2007): 282–89. http://dx.doi.org/10.1111/j.1471-6402.2007.00371.x.

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We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions.
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Marsh, Herbert W. "Public, Catholic Single-Sex, and Catholic Coeducational High Schools: Their Effects on Achievement, Affect, and Behaviors." American Journal of Education 99, no. 3 (May 1991): 320–56. http://dx.doi.org/10.1086/443985.

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Montgomery, Alice, and Leslie J. Francis. "Relationship between Personal Prayer and School-Related Attitudes among 11–16-Year-Old Girls." Psychological Reports 78, no. 3 (June 1996): 787–93. http://dx.doi.org/10.2466/pr0.1996.78.3.787.

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A sample of 392 girls between the ages of 11 and 16 years attending a state-maintained single-sex Catholic secondary school completed six semantic differential scales of attitudes toward school and toward lessons concerned with English, music, religion, mathematics, and sports, together with information about paternal employment and their personal practice of prayer. The relationship between personal prayer and attitude toward school after controlling for age and social class was positive.
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García, Mónica G. "Creating a Homeplace: Young Latinas Constructing Feminista Identities in the Context of a Single-Sex Catholic School." High School Journal 101, no. 1 (2017): 27–48. http://dx.doi.org/10.1353/hsj.2017.0014.

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Hukom, Kenia, and Dennis Madrigal. "Assessing the Correlation between Demographics, Academic Stress, and Coping Strategies of Filipino High School Students with Single-Parents." Philippine Social Science Journal 3, no. 3 (December 30, 2020): 151–61. http://dx.doi.org/10.52006/main.v3i3.291.

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Academic stress is a certain level of academic-related demands that exceed the students' adaptive capabilities. Related to this is coping strategies, which is a mindful effort to endure the stress. Thus, the descriptive-correlational research determined the associations among the demographic variables, the level of academic stress, and the extent of coping strategies. Academic Stress Scale and COPE Inventory standardized tests, were used among sixty-seven Filipino high school students with single-parents of a Catholic school. The data were statistically analyzed using Mean, Standard Deviation, Pearson r, and Spearman rank correlation. As a whole, their academic stress is low with no significant relationship between academic level and single-parents' educational level. However, a moderate level of academic stress was found with a significant relationship between sex and family monthly income. The overall coping strategies is great with a significant relationship between family monthly income. However, there is no significant relationship between coping strategies and academic level, sex, and single-parents' educational level. Finally, no significant relationship was found between academic stress and coping strategies. The study recommends designing an enhanced stress management program for high school students.
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Tonti-Filippini, Nicholas. "Sex Reassignment and Catholic Schools." National Catholic Bioethics Quarterly 12, no. 1 (2012): 85–97. http://dx.doi.org/10.5840/ncbq201212176.

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Nadhirah, Nadia Aulia, Ipah Saripah, and Esty Noorbaiti Intani. "Penyesuaian Sosial Remaja Single Sex Schools." Indonesian Journal of Educational Counseling 4, no. 2 (July 28, 2020): 143–52. http://dx.doi.org/10.30653/001.202042.134.

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ADOLESCENT SOCIAL ADJUSTMENT OF SINGLE SEX SCHOOLS. Teenagers sometimes have the inability to overcome the conflicts they face. This inability can be seen from the behavior of not finding the right ways to overcome problems, resolve demands from the environment, unable to build good relationships with others, hard to believe and be accepted by other people or their environment. The study aims to determine social adjustment in adolescent single sex schools which is a practice of learning by dividing students according to gender, male students are in a classroom with the same sex, and vice versa. The results of evaluations carried out on single sex schools, there are several problems that hinder the task of adolescent development, one of which is the aspect of social adjustment. The study was conducted using a survey method in class XII students of one of the boarding school high schools in Bandung. The results showed 50% of students included in the category of well-adjustment, and 50% of students included in the category of maladjustment. Therefore, it is necessary to formulate an appropriate requirement for guidance and counseling services designed for the development of boarding school students’ self-adjustment.
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Heise, Michael, and Rosemary C. Salomone. "Are Single-Sex Schools Inherently Unequal?" Michigan Law Review 102, no. 6 (May 2004): 1219. http://dx.doi.org/10.2307/4141943.

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Dustmann, Christian, Hyejin Ku, and Do Won Kwak. "Why Are Single-Sex Schools Successful?" Labour Economics 54 (October 2018): 79–99. http://dx.doi.org/10.1016/j.labeco.2018.06.005.

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Yalcinkaya, M. Talha, and Ayse Ulu. "Differences Between Single-Sex Schools and Co-Education Schools." Procedia - Social and Behavioral Sciences 46 (2012): 13–16. http://dx.doi.org/10.1016/j.sbspro.2012.05.058.

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Dissertations / Theses on the topic "Single sex Catholic schools"

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Lee, John Robert, and res cand@acu edu au. "Teenage Boys’ Perceptions of the Influence of Teachers and School Experiences on their Understanding of Masculinity." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp36.29082005.

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There is widespread interest shown in the education of boys in school as evidenced in research, education initiatives and discussion in the general community. Research undertaken by Connell (1989, 1995, 1996, 2000), Laberge and Albert (1999), Mac an Ghaill (1994), Martino (1998), West (1999, 2002) and others suggests that there is a range of masculinities displayed by teenage boys. Some of the masculinities with which boys identify are in conflict with accepted ideas of educational achievement. This doctoral study investigates the contribution of teachers and school experiences to teenage boys’ understanding of masculinity. There are two components to the study. The first part is a systematic review of the literature to highlight findings about boys’ perceptions of relationships between masculinity and schooling. The second part is a qualitative empirical study of the views of a sample of Year 11 high school boys in two single sex Catholic schools. The interviews focus on their understandings of masculinity and their perceptions of influential aspects of school life. It includes an analysis of the boys' views of the impact of teachers, sport, discipline and classroom experiences. Participants in the study indicated that masculinity is changing and the community is requiring men to be more expressive of emotions. The majority of teenage boys interviewed stated that teachers and school experiences influenced their understanding of masculinity. Pupil - teacher relationships, conversations, exhortations and non-verbal communications are all perceived as means by which teachers influence students. Some teachers were regarded as good role models, making a positive contribution the boys’ masculinity. Interviewees reported that the schools promoted two masculinities, ‘sporting’ and ‘academic’. They spoke of contrasting interpretations of the appropriate expression of emotion. One finding of the study is that some of the teenage boys experienced a ‘spirituality of connected masculinity’ through singing, cheering and participation in school activities including sport, liturgies and retreats. Implications are drawn from the study and recommendations are made for improving the education of boys including how schools can encourage a diversity of ‘reflective’ masculinities rather than reinforcing ‘hegemonic’ understandings of masculinity.
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Cameron, Cynthia L. "Young Women Imaging God: Educating for a Prophetic Imagination in Catholic Girls’ Schools." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107372.

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Thesis advisor: Jane E. Regan
This dissertation considers adolescent girls and what they need from an all-girls’ Catholic school that will prepare them, not just for college and career, but for life in a world that marginalizes girls and women. More than simply trying to make a case for single-sex schooling for girls, it suggests that the single-sex school is an important site for conversations about what it means for adolescent girls to be adolescent girls. This project names the patriarchal forces that marginalize girls and calls for a pedagogical approach that is rooted in the theological affirmation that adolescent girls are created in the image of God and called to exercise a prophetic imagination. Chapter one introduces the history of all-girls’ Catholic secondary schools, a history rooted in the story of women’s religious orders and the ministries of these women religious as educators at a time when the education of girls was not valued. Today’s all-girls’ Catholic schools are informed by this history and the Catholic Church’s commitment to honoring the dignity of each student, thus grounding a commitment to a caring and liberative educational approach. Chapter two argues that contemporary adolescent girls, including those who attend these all-girls’ Catholic secondary schools, are growing up in a cultural milieu that makes them vulnerable to the effects of the conflicting and impossible expectations to which girls and women are held. Chapter three investigates the imago Dei symbol as a theological foundation for fighting this toxic cultural milieu. Taking a cue from feminist theologians who have explored embodiment and relationality as central expressions of the imago Dei, this chapter proposes that creating communities of God’s hesed (loving-kindness) and resisting injustice are two ways that the imago Dei symbol can be expressed so as to best include adolescent girls. Chapter four suggests that, in order to realize this goal of affirming the imago Dei in adolescent girls by creating communities of God’s hesed and resistance to injustice, a feminist prophetic imagination is needed. Drawing on Walter Brueggemann’s identification of the prophetic imagination as the twinned process of denouncing the oppressive forces of the dominant culture and announcing a new and more just way of being in the world, it proposes a feminist prophetic imagination that engages in a feminist critique of the cultural milieu that girls experience and the construction of communities based in hesed and resistance to injustice. Chapter five takes up the pedagogical challenges of teaching with and for a feminist prophetic imagination. The liberative pedagogy of Paulo Freire and the caring pedagogy of Nel Noddings provide the resources for educating adolescent girls to participate in communities of God’s hesed and in practices of resistance to injustice. Chapter six returns to the concrete situation of all-girls’ Catholic secondary schools and imagines how these schools can speak to a commitment to educating for a feminist prophetic imagination in their mission and reflects on how a feminist prophetic imagination can be expressed and formalized in all Catholic schools
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McEachern, Kirstin Pesola. "Building a brotherhood?: A teacher researcher's study of gender construction at an all-boys Catholic secondary school." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3827.

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Thesis advisor: Marilyn Cochran-Smith
Despite renewed interest in single-sex education, these classrooms remain relatively unstudied, even in Catholic schools, which have a long history of single-sex education. Although there are over 460 single-gendered, Catholic K-12 schools in the United States, which educate roughly 215,000 students (McDonald and Schultz, 2011), these schools are often ignored in educational research. Practitioner research in this area is almost nonexistent, yet it can generate and disseminate insider knowledge that directly improves the educational sites from which it emerges. For the past 11 years, I have taught English at "St. Albert's Preparatory School," an all-boys suburban secondary school serving over 1,100 students in the Northeast. The school regularly speaks of fostering a brotherhood among the students, and I see evidence of this on a daily basis. However, St. Albert's has not always been an easy place to work. My own experience is consistent with research studies that have found all-boys schools to be more sexist environments than all-girls schools (Lee, Marks, and Byrd, 1994) where students generally afford their female teachers less respect than their male teachers (Keddie, 2007; Keddie and Mills, 2007; Robinson, 2000). Based on my experiences as a female teacher at this school, I conducted a teacher research study on how my students and I constructed gender in the context of our English classroom. Drawing on a wealth of qualitative data sources, this study builds three main arguments: the school community built a brotherhood in part by engaging in silence and othering; the all-boys environment acted as a double-edged sword in that it contributed to a comfortable setting for the students to explore gender issues, but it also encouraged the students to shed their unique, multi-faceted masculinities and enact hegemonic gendered behavior that perpetuated an unjust order; and though I was well versed in issues of gender equity, I, too, was affected by the all-boys classroom space and contributed to the hegemonic gender order at the school
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Navarro, Candy. "Exploring Latinidad| Latina Voice and Cultural Awareness in a Catholic Female Single-Sex High School." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157571.

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This study focused on the perceptions of 16 Latina students regarding their cultural school climate as well as the thoughts of two administrators and six teachers at an all-female Catholic high school. Students revealed that, while they felt very supported by the school’s faculty and administration, they revealed that their culture was not fully embraced and/or represented in their educational curriculum and school’s practices. Students also alluded to deliberately choosing and valuing to spend their free time with their family over their classmates. Further, they felt disconnected from their school’s mission, which emphasized sisterhood among students. Furthermore, bicultural students provided a unique perspective often not fitting the Latina and/or dominant culture at the school.

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Bickett, Jill Patricia. "A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/275.

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The purpose of this study was to research student perspectives about, and participation in, leadership and service at Catholic female single-sex high schools. This study draws data from a Catholic female single-sex high school in a metropolitan area of the United States. Data collection included school document review, site observation, and interviews of current students (n=10), young alumnae (n=5), mature alumnae (n=5), and current faculty and staff (n=6). The data was analyzed using an adapted theoretical framework of Wenger's (1998) social theory of learning, informed by Lave and Wenger's (1991) concept of communities of practice. This study addresses how the situated experience of the Catholic female single-sex high school affects students' expectations, values, and behaviors regarding leadership and service. The data show that the situated experience of a Catholic female single-sex high school encouraged engagement and interest in leadership and service. Students were empowered to believe that gender should not be an obstacle in seeking positions of leadership or service. However, although the environment was successful in advocating for participation in leadership and service, the social structure, social practices, identity formation, and situated environment tended to reinforce traditional gender-based notions of leadership and service. The culture of the school did not encourage the use of a critical lens to view the inequity that women experience, resulting in student expectations, behaviors, and values that were reproduced from the dominant culture in society. Student relationship to community and Catholicity is also discussed. In order to achieve the benefits of female empowerment advocated by the school, greater emphasis should be placed on identifying and addressing the obstacles to female leadership and service in society at large. There should be continued research to identify effective strategies for empowering female students to participate in leadership and service opportunities in high school, while providing them with a clearer sense of the challenges they will face in leadership and service positions later in life. In this way, the mission of Catholic female single-sex high schools can be more fully realized, which will hasten the day when true gender equity is achieved in the broader social context.
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Torres, Samuel. "Pastoral Care, Mission, Tradition and Community: Alumnae Perceptions of a Catholic Female Single-sex High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/894.

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This qualitative study examined the experiences of Saint Mary’s High School alumnae from the freshman class of 1949 through the graduating class of 2010 in order to identify what has sustained the school over the decades. Years after graduation, alumnae held memories of their school experiences that resulted in personal and long-lasting qualities that continue to have significant impacts on individuals and the institution. Data was gathered through written journals and interviews. The Appreciative Inquiry (AI) model was used to analyze the context of alumnae experiences. Using the AI model, multiple categories arose as positive notables mentioned by the participants. The prominent themes contributing to school sustainability were pastoral care, mission, tradition, and community. These sustaining characteristics, which are still exhibited in the lives of current laity and students, were linked to the original charism brought to the school through the Sisters’ order. Student success and satisfaction are critical to sustaining Catholic schools as tuition continues to rise and enrollment in Catholic schools’ decline. Saint Mary’s High School, and other similar Catholic schools, should consider strengthening their identity through mission-related activities and values. The findings of this study suggested that sustaining Catholic school environments may be as simple as becoming reacquainted with their original missions. Results of this study showed that Catholic school leaders and faculty are successfully transmitting the same values and mission-driven messages as their predecessors. Emphasizing a holistic and compassionate school setting is vital to the overall success of each student and the longevity of schools.
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Pérez, Aguilar Jennifer Maria. "Latinas’ Access to Advanced Placement Courses: A Case Study of a Catholic Female Single-Sex High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/216.

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The purpose of this qualitative study was to examine Latinas’ access to Advanced Placement/ Honors courses in a Catholic female single-sex high school and to examine their experiences and perspectives when they are granted or denied access into an AP/Honors course. This study also aimed to explore how the Catholic single-sex high school is aligned with the Catholic, single-sex, and Advanced Placement advantage for Latina students who have been granted or denied access to an Advanced Placement/Honors course. The case study focused on one Catholic all-female high school in the Western United States and participants included Latina current students and alumnae (n=11), the high school principal (n=1), and teachers (n=2) from the school. Data was collected via document review, the gathering of descriptive data, as well as participant interviews. The theoretical framework used to analyze this data was a blend of Critical biculturalism, Chicana feminist theory, as well as the principles of Catholic social teaching. Findings highlight a fairly exclusive AP/Honors placement process with unclear guidelines to be followed in order to appeal a decision. Latinas’ experiences range from feeling like outsiders and being made to feel not good enough, to feeling competitive and being resilient. Their perspectives on why they decided to appeal the decision of their placement had to do with their feeling that they had the capacity for advanced work, their driven nature, and their desire to be exposed to more learning. Further, perspectives also emerged concerning the school’s sisterhood and its influence on issues of race and class. In regards to alignment with the Catholic, single-sex, and AP advantage the data illustrates that while participants seemingly agree that there are advantages, they are also cognizant of other factors that overshadow these advantages.
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Aguilar, Jennifer M. Perez. "Latinas' Access to Advanced Placement Courses| A Case Study of a Catholic Female Single-Sex High School." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600064.

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The purpose of this qualitative study was to examine Latinas' access to Advanced Placement/Honors courses in a Catholic female single-sex high school and to examine their experiences and perspectives when they are granted or denied access into an AP/Honors course. This study also aimed to explore how the Catholic single-sex high school is aligned with the Catholic, single-sex, and Advanced Placement advantage for Latina students who have been granted or denied access to an Advanced Placement/Honors course. The case study focused on one Catholic all-female high school in the Western United States and participants included Latina current students and alumnae (n=11), the high school principal (n=1), and teachers (n=2) from the school. Data was collected via document review, the gathering of descriptive data, as well as participant interviews. The theoretical framework used to analyze this data was a blend of Critical biculturalism, Chicana feminist theory, as well as the principles of Catholic social teaching. Findings highlight a fairly exclusive AP/Honors placement process with unclear guidelines to be followed in order to appeal a decision. Latinas' experiences range from feeling like outsiders and being made to feel not good enough, to feeling competitive and being resilient. Their perspectives on why they decided to appeal the decision of their placement had to do with their feeling that they had the capacity for advanced work, their driven nature, and their desire to be exposed to more learning. Further, perspectives also emerged concerning the school's sisterhood and its influence on issues of race and class. In regards to alignment with the Catholic, single-sex, and AP advantage the data illustrates that while participants seemingly agree that there are advantages, they are also cognizant of other factors that overshadow these advantages.

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Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.

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The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.
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Evers, Julianne M. "A COMPARISON OF FEMALE ATHLETES AND NON-ATHLETES FROM SINGLE-SEX AND COEDUCATIONAL CATHOLIC INSTITUTIONS ON SELF-PERCEPTIONS, BODY IMAGE, AND GENDER-RELATED COGNITIVE SCHEMATA." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1173463454.

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Books on the topic "Single sex Catholic schools"

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Masculinities and other hopeless causes at an all-boys Catholic school. New York: Peter Lang, 2011.

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Moran, Michael J. Proudly we speak your name: Forty-four years at Little Rock Catholic High School. Little Rock, Ark: Butler Center Books, 2009.

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Proudly we speak your name: Forty-four years at Little Rock Catholic High School. Little Rock, Ark: Butler Center Books, 2009.

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Medin, Julia A. Single-sex public schools: Who needs them and why. Bloomington, Ind: Phi Delta Kappa International, 2005.

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1949-, Stevens Kathy, and Daniels Peggy, eds. Successful single-sex classrooms: A practical guide to teaching boys and girls separately. San Francisco, CA: Jossey-Bass, 2009.

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Authority, Inner London Education. Equal opportunities expanding curriculum offer at single sex schools: Report. (London): ILEA, 1985.

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Boys themselves: A return to single-sex education. New York: H. Holt and Co., 1996.

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Ruhlman, Michael. Boys themselves: A return to single-sex education. New York: Henry Holt and Co., 1997.

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Jimenez, Emmanuel. The relative effectiveness of single-sex and coeducational schools in Thailand. [Washington, DC]: International Bank for Reconstruction and Development, 1988.

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Chadwell, David W. A gendered choice: Designing and implementing single-sex programs and schools. Thousand Oaks, Calif: Corwin Press, 2010.

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Book chapters on the topic "Single sex Catholic schools"

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Lingard, Bob, Wayne Martino, and Martin Mills. "Single-Sex Classes and Schools for Boys." In Boys and Schooling, 86–118. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230582767_4.

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Younger, Mike. "Single-sex teaching in co-educational schools: A panacea for raising achievement?" In Jungen – Pädagogik, 77–88. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-531-94290-2_6.

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"Single-Sex versus Coeducational Schools." In Catholic Schools and the Common Good, 225–42. Harvard University Press, 2009. http://dx.doi.org/10.2307/j.ctvjz82r6.13.

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"INTRODUCTION Why Single-Sex Schooling?" In Separate Schools, 1–19. Cornell University Press, 2010. http://dx.doi.org/10.1515/9781501757563-003.

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"The amalgamated schools." In Mixed or single-sex School?, 186–201. Routledge, 2017. http://dx.doi.org/10.4324/9781315173641-12.

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Marsh, Herbert W., Lee Owens, Margaret R. Marsh, and Ian D. Smith. "From single-sex to coed schools." In Educating Girls, 144–57. Routledge, 2017. http://dx.doi.org/10.4324/9781315168395-15.

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"Solutions: Single-Sex Schools and Classrooms?" In Gender and Computers, 141–64. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608932-11.

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"Fears, Fantasies and Divisions in Single-Sex Schools." In Education, Gender And Anxiety, 133–46. Taylor & Francis, 2003. http://dx.doi.org/10.4324/9780203451120-14.

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McCall, Stephanie D. "The Education of “Successful” Girls in Single-Sex Schools." In Girls, Single-Sex Schools, and Postfeminist Fantasies, 1–26. Routledge, 2019. http://dx.doi.org/10.4324/9781315266251-1.

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McCall, Stephanie D. "A Curriculum of Girlhood." In Girls, Single-Sex Schools, and Postfeminist Fantasies, 27–60. Routledge, 2019. http://dx.doi.org/10.4324/9781315266251-2.

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Reports on the topic "Single sex Catholic schools"

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Figlio, David, and Jens Ludwig. Sex, Drugs, and Catholic Schools: Private Schooling and Non-Market Adolescent Behaviors. Cambridge, MA: National Bureau of Economic Research, November 2000. http://dx.doi.org/10.3386/w7990.

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Jackson, C. Kirabo. Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. Cambridge, MA: National Bureau of Economic Research, February 2011. http://dx.doi.org/10.3386/w16817.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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